The exploration into teachers’ reflection in a language classroom context can be considered as an effective tool to investigate their teaching concerns. Hence, this study is carried out to explore three non-optionist polytechnic English Language lecturers’ (PELL) teaching concerns in order to understand the formation of their belief systems. The exhibition of PELLs’ belief systems defines their teacher cognition. This element is useful to determine the concerns related to their professional development (PD) in language teaching practice. The qualitative research design was employed to gather the required data through reflective teaching procedures that involved journal writing, classroom observation and personal chat. Two main findings have been derived based on the results of the constant comparative analyses: 1)Respondents’ reflection reflects that they are reflective teaching practitioners and they shared four common teaching concerns, and 2)The PD concerns to address respondents’ need-to-improve should acknowledge their personal pedagogical knowledge base. Finally, a contextual suggestion has been forwarded as a recommendation for this qualitative inquiry.
Suhaily Abdullah, Politeknik Jeli Kelantan, Malaysia
Stream: In-service teacher development
This paper is part of the ACLL2019 Conference Proceedings (View)
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